Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students.

ABSTRACT: Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded student answers to an exam self-evaluation assignment for evidence of evaluating (n = 315). We found that introductory and senior students demonstrated similar ability to evaluate their individual strategies, but senior students were better at evaluating their overall plans. We examined students' reasoning and found that senior students use knowledge of how people learn to evaluate effective strategies, whereas introductory students consider how

SUBMITTER: Stanton JD 

PROVIDER: S-EPMC6755210 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature